LESSON 6 TEACHER’S GUIDE Go Green - forms.hmhco.com · PDF fileby asking questions such as the ... • Comprehension Based on your observations of the ... how a solar-powered trash
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L E S S O N 6 T E A C H E R ’ S G U I D E
Go Green by Daniel Spiero
Fountas-Pinnell Level RRealistic FictionSelection SummaryShen and Isabel are upset when they see the park near their old school littered with trash. They learn that the city failed to replace old trash cans. Their former teacher advises them to contact an environmental protection group called Go Green, which could help them get a solar-powered trash compactor.
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Characteristics of the Text Genre • Realistic fi ction
Text Structure • Third-person narrative in fi ve chaptersContent • Community activism; park clean-up
• City hall; environmental groupsThemes and Ideas • You can improve your community if you are persistent.
• Gather facts to support your position.Language and
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Target Vocabulary
berate – angrily lecture someone, p. 11
brainwashed – pressured or forced to change beliefs
fl air – display of stylish skill, p. 13
fundamental – basic
gloat – brag about success or show selfi sh satisfaction
lingered – remained in a place for a while, p. 4
phenomenal – extraordinary or remarkable, p. 14
reserve – save for future usesavor – enjoy as much as
possible, p. 14showdown – a decisive contest or
battle between rivals
Go Green by Daniel Spiero
Build BackgroundHelp students use their knowledge of their community to visualize the story. Build interest by asking questions such as the following: What would you like to improve or change in your community? How would you go about doing it? Read the title and author and talk about the cover illustration. Tell students that this story is realistic fi ction set in the present day with events that could take place in real life.
Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:
Pages 2–3: Explain that this story is about two friends, Isabel and Shen, who decide to get new trash cans for a litter-strewn park. Suggested language: Read the caption on page 3. Describe what you see on the ground in the park.
Page 4: Point out the word lingered. Ask: What does it mean to linger somewhere?
Page 11: Point out the word berate in the fi rst paragraph on page 11. Have students read the sentence in which it appears. Ask: Is berate a positive word or a negative word? Ask: What does it mean to berate someone?
Page 13: Have students locate the word flair in the fi rst paragraph and read the sentence in which it appears. Ask: Would having a fl air for public speaking make it easier or harder to talk in front of a group of people?
Now turn back to the beginning to read how a visit to the place where they used to play motivates Shen and Isabel to “go green.”
ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed..
Remind students to use the Analyze/Evaluate Strategy as they read and to think carefully about the story and form an opinion about it.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story.Suggested language: Do you think it was realistic that Isabel and Shen decided to take it upon themselves to address the litter problem in the park where they used to play? Why or why not?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Isabel and Shen are dismayed by the litter covering the park where they used to play.
• Isabel says more trash cans in the park would keep people from littering.
• Their former teacher suggests they ask the city for more trash cans; when that fails, she urges them to ask for help from an environmental group.
• When seeking change, it’s essential to have a plan.
• If at fi rst you don’t succeed, try a different approach.
• Anyone can help their environment by “going green.”
• Green chapter headings emphasize the title and the content of the story.
• Captions below illustrations help readers follow the story.
Choices for Further Support• Fluency Invite pairs of students to choose a passage of dialogue from the story to
demonstrate phrased fl uent reading as they act out characters’ words and actions. Remind them to use any clues provided by question marks, exclamations, or dashes to make their reading livelier and to convey the author’s meaning.
• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the story to clarify or extend comprehension. Remind students to go back to the text to support their ideas.
• Phonics/Word Work The story contains some idioms that might be unfamiliar. Explain the meaning of expressions such as a fl ood of memories (page 3), this is your show (page 9), and the man’s expression softened (page 10).
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Writing about ReadingCritical ThinkingHave students complete the Vocabulary questions on BLM 6.7.
RespondingHave students complete the activities at the back of their book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension SkillConclusions and Generalizations
Target Comprehension Skill Tell students that they can draw
conclusions about a character or a situation by looking for key details in the story. Model how to add details to the Graphic Organizer using a “Think Aloud” like the one below:
Think Aloud
On page 14, “Go Green” agrees to take on Shen and Isabel’s project. On that same page, other important details about the new trash can are explained: The trash can is solar powered, and it squeezes the trash so that the can holds more.
Practice the SkillHave students share an example of another book in which someone drew a conclusion about how to solve a problem.
Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind students that when they think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts• What is the meaning of the word lingered on page 4?
• What was the biggest challenge for Shen and Isabel?
English Language DevelopmentReading Support Pair advanced and intermediate readers to read the story softly, or have students listen to the audio or online recordings. Make sure that they understand how a solar-powered trash compactor would help the city deal with the litter problem.
Vocabulary The story contains some vocabulary that might be unfamiliar. Explain the meanings of litter and bin (page 3), rubbish (page 4), and compactor (page 14).
Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: Who are the main characters?
Speaker 2: Isabel and Shen
Speaker 1: What do Shen and Isabel notice in the park?
Speaker 2: litter
Speaker 1: What does “Go Green” help them do?
Speaker 2: get a new trash can
Speaker 1: Where are Shen and Isabel going when they stop at the park?
Speaker 2: They are on their way to the library.
Speaker 1: Who do they see at the library?
Speaker 2: They see the teacher they had in fi fth grade, Mrs. Evans.
Speaker 1: Why does the City Clerk deny their request for trash cans?
Speaker 2: He says they cost too much and will get damaged.
Speaker 1: What is the purpose of “Go Green”?
Speaker 2: It warns people about dangers to the environment and to their health.
Think about the question below. Then write your answer in one or two paragraphs.
Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.
On page 11, Isabel reports to Mrs. Evans that the City Clerk turned down their request for trash cans. “I guess they don’t take kids our age very seriously after all,” she explains. Mrs. Evans replies: “Don’t let one person tell you that you can’t make a difference.” Do you think that just anyone can make a difference? What special qualities do you think it takes to make a difference? How do Isabel and Shen demonstrate those qualities?